1. Philosophy of Education
1.1. Existentialism and Phenomenology
1.1.1. Generic Notations
1.1.1.1. Individuals constantly becoming and creating different states of chaos, good and evil.
1.1.1.2. Phenomenologists are concerned with the way objects appear in the mind.
1.1.2. Key Researchers
1.1.3. Goal of Education
1.1.3.1. Focus on the needs of the individual
1.1.3.2. Education should stress individuality
1.1.4. Role of Teacher
1.1.4.1. Teachers should understand themselves and their world as well as that of their students to help their students achieve the best they can
1.1.4.2. Teachers must take risks
1.1.4.3. The role is a personal one that carries a great amount of responsibility
1.1.5. Method of Instruction
1.1.5.1. Learning is intensely personal
1.1.5.2. Each child has a different style of learning and it is the teacher's responsibility to discover what type of learning fits each of their students
1.1.5.3. Teachers and students constantly rediscover knowledge
1.1.5.4. Teachers should help students understand the world by posing questions, creating activities, and working together
1.1.6. Curriculum
1.1.6.1. Heavily biased towards the humanities
1.1.6.2. Literature a special place for them
2. Schools as Organizations
2.1. Who Becomes a Teacher?/Professionalism
2.1.1. Details to being "highly qualified:" a college degree, full certification or licensure, demonstrates content knowledge in the subject they're teaching
2.1.2. Some teaching is only partially professionalized
2.1.3. Teaching is personal
2.2. Nature of Teaching
2.2.1. Skilled in areas of technical expertise and human relations
2.2.2. Must fulfill the roles of friend, colleague, nurturer, facilitator, researcher, program developer, administrator, decision maker, professional leader, and community activist
2.2.3. Most of the positive feedback teachers receive is from their students
2.2.4. Learning control
3. Equality of Opportunity
3.1. Educational achievement
3.2. Educational attainment
4. Educational Inequality
4.1. Student centered explanation
4.2. Genetic differences
4.3. Cultural deprivation theories
4.4. Cultural difference theories
5. Educational Reform
5.1. School Financing
5.2. Effective School Research
5.3. Between school differences
5.4. Within-school difference
6. Politics of Education
6.1. Liberal
6.1.1. Care in economic, social, and other areas to insure fair treatment
6.2. Social and economic needs, heavy emphasis on equality, equality of opportunity
6.3. Heavy belief in equality for everyone, and that's how I always am.
6.4. Traditional v. Progressive
6.4.1. Mixture of both
6.4.2. School is necessary to continue with traditional values of the U.S. society (hard work, family values, initiatives
6.4.3. Central to solving social problems
6.4.4. Makes moving upward possible
6.4.5. Essential to development
7. History of U.S. Education
7.1. Education for Women and African Americans
7.1.1. Traditional female roles of housewives and homemakers while men were the sole providers.
7.1.2. Education for women was viewed as biologically harmful and/or too stressful for them to handle
7.1.3. Opportunities began expanding for that of women and also African Americans
7.2. Progressive and Traditional
7.2.1. Process of education and its goals
7.2.2. New progressivism developed during the Civil Rights Movement
8. Sociology of Education
8.1. Conflict Theories
8.1.1. Social order not based on some collective agreement but the ability of groups to impose their will through force and manipulation
8.1.2. Glue of society is economic, political, cultural, and military power
8.1.3. Emphasis on struggle
8.2. Knowledge and Attitudes
8.2.1. Attitudes make a difference in the classroom
8.2.2. Students acquire knowledge besides what is taught to them in textbooks, knowledge to help them in everyday life
8.2.3. The more education and knowledge a student receives, the more likely they are to read newspapers and magazines as well as to be interested in public affairs and politics
8.3. Education and Mobility
8.3.1. Civil Religion
8.3.2. Where people go to school affects there mobility
8.3.3. Private and public schools may offer the same amount of education but having a private school diploma may offer a bigger advantage to a student
8.3.4. Private vs. Public school advantages and whether public school is really equal
9. Curriculum and Pedagogy
9.1. State Superintendent: Tommy Bice
9.2. Arab City Schools
9.3. Superintendent: John Mullins
9.4. Critical curriculum studies and reconceptualized curriculum are important and corrective to other curriculum ideas; scholars examine social political and other ideas outside of schools rather than just what it taught inside.
9.4.1. This idea would be a great concept in that students are not often taught what is outside their classroom and today things outside are just as important as their learning inside.